The Challenge for Research in a Practice Profession

Abstract

We have suggested that certain research challenges now face the profession. In summary, these challenges may be seen as part of the dual mission of research in a practice profession. Research must contribute to the development of a body of knowledge: some research is academic and theoretical in nature and other research helps to sustain and improve clinical practice. In either case, theory in a practice profession differs significantly from that in more traditional sciences. It is, in fact, more sophisticated and complex than the theory utilized by nonpractice professions, because it must provide the means to state intended outcomes and identify the methods required to achieve the prescribed results (5). This is known as "prescriptive theory" and represents the ultimate research challenge to the practice profession. Prescriptive theory cannot rest on studying what is and what has been; it must anticipate what might be--indeed, what must be--if patients are to achieve their greatest potential as functional members of society.

Clinical outcomes research from the occupational therapist's perspective

“…There is an increasing demand worldwide that occupational therapy practice become evidence based (Bennett and Bennett, 2000;Cusick and McCluskey, 2000;Taylor, 2000). As a result, treatment effectiveness and outcome studies have been identified as key issues for the profession (Llorens and Gillette, 1985;Llorens and Snyder, 1987;Law, 1989a;Taylor and Mitchell, 1990;Timmerman et al, 1994;Unsworth, 2000). Active involvement of clinicians in clinical research has been advocated to facilitate professional practice that is grounded in theory and research, and provides quality care to our clients (Baum et al, 1984;Llorens and Gillette, 1985;Mitcham, 1986;Llorens and Snyder, 1987;Cusick, 1987Cusick, , 1994Cusick, , 2000Law, 1989a;Taylor and Mitchell, 1990;Rogers and Holm, 1994;Timmerman et al, 1994).…”

Powerful Occupational Therapists: A Community of Professionals, 1950–1980

“…That is, developing occupational therapy's knowledge base was and is a professional priority, to better understand the outcomes of practice, and for occupational therapy's viability (AOTA & AOTF, 2004;AOTF, 1975;Llorens & Gillette, 1985). Understanding how occupational therapy's past influences the profession today, can be explored by asking two questions.…”

Research utilization models: frameworks for implementing evidence‐based occupational therapy practice

“…The gap between research and practice must therefore be closed if we are to develop and refine our body of knowledge (Lloyd-Smith, 1997). Therefore, as research data are used more frequently as a basis for shaping occupational therapy practice, documenting client outcomes and illustrating how occupational therapy services do make a difference in health care, the value of research will be evident and will be reflected with an enhanced professional and public image (Gilfoyle and Christiansen, 1987;Llorens and Gillette, 1985;Smith, 1989).…”